Accommodations vs Adaptations

The idea of accommodations is often a foreign one to parents and it gets confused with an adaptation which is not the same idea.

An adaptation would be put in place if a child could not learn the material that all the other children are learning.  This may be a reality for some students.  For dyslexic students however, the idea of accommodation is simply a change that allows them a chance to learn all the material, or to give them a chance to prove what they have learned.

More importantly for all involved though, an accommodation should be a quick, cheap, and non-disruptive way to integrate a child fully into the classroom. For example, if it makes it easier to track written words, a teacher can print assignments or tests on blue paper – not a huge ask — just stick one blue page on the top of the pile before printing. Even printing in a different font is not too much — if its okay for all the students to read that same font — print 25 copies in that particular font. Sitting up at the front of the class, for example, might be an easy fix to hearing more clearly, being less distracted or allowing the teacher to more clearly see when  a student is not understanding a topic.  Not taking tests with the other students could cause a self-esteem issue – -so this might take some creativity– where could the student go to take an oral test for example — – the hallway? – – the back of the class with headphones and a quiet voice?   —  there are many possibilities.  Taking spelling tests that are never marked — as long as the other kids don’t see this and point it out —  might be a big change for some teachers.  It might require the termination of a  “share your test with another student” method of marking and the implementation of teacher only marking. Parents need to come the table with ideas for solutions. The child themselves may have opinions to offer that make a minor change with a huge impact. Don’t leave it up to the teacher – -and don’t expect generic accommodations to be appropriate.

Which brings me to my second point, accommodations should be tailored to each child and explained to them -and- their class in that manner…..This is something, just for Jane, so that she can have a chance to do well in school.
I like the analogy of “should everyone in the class wear glasses just because John needs them to see?” Children of any age know that’s a silly suggestion. So introduce the use of an iPad,  different colour sheets, or a number line on their desk in the same manner…. It’s not a privilege, it’s not cheating, it’s an accommodation that not everyone needs….that would be just as silly.

And finally, many accommodations for dyslexic students will not be a “forever” accommodation. If the student is working with a dedicated tutor using a proper reading, spelling, writing or math program, there should be a time when they are on track to let go of many of the previous accommodations.   They will read and comprehend what they are reading – at grade level or above.  Math problems – written word or pictorial – will make sense. In general a systematically taught program will create a student who is no longer struggling to “decode” and “making sense of” school, they will be more equipped to  learn and apply their knowledge.

Accommodations are in place only as required, to allow the student to participate in the global learning of a classroom and to fully express their knowledge and understanding of that learning…..Because most dyslexic students do not actually have a learning disability they have a learning difference, and once that is learned, well that is the ultimate accommodation.